Mathematische Wissensentwicklungsprozesse von Schülerinnen und Schülern

Felicitas Pielsticker addresses the central question for mathematics education research of how students develop their mathematical knowledge through negotiation processes involving visual and working materials. Using three case studies from algebra, geometry, and probability theory in an 8th-grade classroom, the author demonstrates that teaching, which consciously takes into account insights gained from theoretical contexts about empirical student theories, leads to remarkable knowledge development processes among students. An innovative element was the 3D printing technology, which is characterized by an empirically oriented approach to mathematics education. This work provides essential impulses for the analysis and design of mathematical teaching-learning processes in real contexts.

The content:

• Use of digital tools in mathematics education exemplified by 3D printing technology
• Learning processes analyzed hermeneutically-descriptively
• Subjective areas of experience and empirical theories to describe a constructivist learning concept
• Algebra: The binomial formulas
• Geometry: The area calculation of triangles
• Probability theory: The manipulated dice

The target groups:

• Educators and students in mathematics education
• Mathematics teachers in secondary education

The author:
Dr. Felicitas Pielsticker has been working as a lecturer in mathematics education at the University of Siegen since her doctorate.